scholarly journals The Influence of Transformational School Leadership on Teacher Efficacy in Malaysian Secondary School Teachers

2015 ◽  
Vol 3 (2) ◽  
pp. 73 ◽  
Author(s):  
Teh Pei Ling ◽  
Zaidatol Akmaliah Lope Pihie ◽  
Soaib Asimirin ◽  
Foo Say Fooi
Keyword(s):  
Transformational Leadership ◽  
Teacher Efficacy ◽  
Secondary School ◽  
School Leadership ◽  
Significant Relationship ◽  
Leadership Practices ◽  
Secondary School Teachers ◽  
School Teachers ◽  
School Leadership Practices ◽  
The Relationship

This study provides an insight of the relationship between principals’ transformational school leadership practices and teacher efficacy among Malaysian secondary school teachers. Data was gathered from teachers of secondary schools in the central region of Peninsular Malaysia. The self-administered questionnaires, totalling 160 copies were distributed to the respondents. Valid samples stood at 137 teachers, resulting in a response rate of 85.6 percent. The data was analysed using descriptive, correlation and multiple regression analyses to evaluate the relationship between transformational leadership practices and teacher efficacy. The analysis revealed a significant relationship between the dimensions in transformational school leadership and teacher efficacy. The findings concur with the studies done by Leithwood (1994) that there is a significant relationship between the dimensions of transformational school leadership practices and teacher efficacy. These findings are also in line with past research (Kristine & Hipp, 1997; Peagler, 2004; Ross, J. A, Gray, 2006) that the said transformational leadership contributes toward teachers’ self-efficacy. Therefore, this study strengthens the findings by engaging in similar relationship.

The Influence of Teachers’ Emotional Intelligence on Academic Performance With Mediating Effect of Job Satisfaction

2021 ◽  
pp. 002205742110323
Author(s):  
Sonika Singh ◽  
Piar Chand Ryhal
Keyword(s):  
Job Satisfaction ◽  
Academic Achievement ◽  
Emotional Intelligence ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Mediating Effect ◽  
Survey Method ◽  
School Teachers ◽  
Northern India ◽  
The Relationship

This study examined the influence of teachers’ emotional intelligence (EI) on academic achievement and outlined the model with the mediating effect of job satisfaction (JS) between the EI and academic achievement. Survey method was employed to collect the information from 728 secondary school teachers belong to Himachal Pradesh, a state of Northern India, through various statistical tools. The results of the study showed that teachers’ emotional abilities were significantly and positively associated with academic achievement of students and showed R2 61% variance in academic achievement. The relationship between EI and academic achievement of students is partially mediated by JS.

scholarly journals Spotlight on Leadership Path-Goal Theory Silos in Practice to Improve and Sustain Job-Oriented Development: Evidence from Education Sector

2021 ◽  
Vol 13 (21) ◽  
pp. 12324
Author(s):  
Atif Saleem ◽  
Ling Wu ◽  
Sarfraz Aslam ◽  
Tianxue Zhang
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
School Leadership ◽  
Secondary School Teachers ◽  
Leadership Behavior ◽  
Pearson Correlation ◽  
School Context ◽  
Equation Modeling ◽  
Goal Theory ◽  
School Teachers

Sustainable development is a process occurring on several levels, which placed the expectations on educational institutions, especially secondary schools, change radically. Schools, therefore, are gradually likely to emphasize enhanced and sustainable teaching practices under the agenda of the United Nations 2030, sustainable future. Hence, the job-oriented development of teachers is a critical factor of the school leadership mechanism. Considering this, the present empirical research was designed to study the mechanism of path-goal theory (PGT) to sustain teachers’ job-oriented development in private secondary schools in Pakistan. The viewpoint of teachers, whose job performance is ultimately affected by the school leadership behavior and who perform the job at the front line in schools, was taken on board for the investigation. A total of 2469 secondary school teachers from 785 private secondary schools participated in the present study. Confirmatory factor analysis, t-test, Pearson correlation, and path analysis structural equation modeling analytics were mainly involved in the data analysis. Overall, the findings substantiated the constructive PGT mechanism, especially indicating that directive leadership is the most influential and effective leadership behavior in complex tasks, including when teachers are inexperienced. Moreover, the helpful role of supportive leadership and achievement-oriented leadership behaviors backs up the directive behavior. Although participative leadership behavior was problematic in the studied schools, it should be constructively adopted, as it was found to be a statistically significant predictor. Therefore, training programs for school leaders with good experience in participatory leadership functions can be productive for long-term teachers’ motivation. The literature shows that several secondary school teachers still perform poorly because of inadequate leadership, and the viewpoint of teachers on PGT was ignored in earlier studies. Hence, there was a dire need to conduct this research to address these concerns, especially in the non-Western, Asian context. In addition to pioneering academic research on leadership PGT in the secondary school context, the PGT elements were investigated, including teachers’ extrinsic and intrinsic motivation for the first time, adding new understanding about the theory.

scholarly journals STRESS AND DEPRESSION AS CORRELATES OF RETIREMENT PHOBIA AMONG SECONDARY SCHOOL TEACHERS IN SOKOTO STATE, NIGERIA

2017 ◽  
Vol 17 (2) ◽  
pp. 10
Author(s):  
B M Liman ◽  
H S Abubakar
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
Secondary School ◽  
Significant Relationship ◽  
Secondary School Teachers ◽  
Depression Scale ◽  
School Teachers ◽  
Pearson Product Moment Correlation ◽  
Stress Scale ◽  
Descriptive Research

The thrust of the study was to investigate stress and depression as correlates of retirement phobia among secondary school teachers in Sokoto state, Nigeria. The study employed descriptive research design, of correlational type. 260 respondents were selected using Krejcie and Morgan table from the total of 801 teachers from a total of 15 secondary schools in Sokoto state purposively selected. Three research instruments were used for data collection; Teachers Stress Scale, Perceived Teachers Depression Scale and Perceived Teachers Retirement Scale. Pearson Product Moment Correlation Coefficient was used for data analysis. The findings revealed that; there is significant relationship between stress and retirement phobia, depression and retirement phobia and stress and depression among secondary school teachers in Sokoto state. Recommendations forwarded includes Counselling Association should partner with Governments at all Levels to organizing programmes such as workshops, symposium and seminars; that are geared toward educating teachers on the danger of Stress and Depression on their retirement,

scholarly journals Relationship between Emotional Intelligence and Psychological Well-Being of Secondary School Teachers

2020 ◽  
Vol V (IV) ◽  
pp. 108-121
Author(s):  
Muhammad Akram ◽  
Farrukh Munir ◽  
Misbah Gilani
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Sampling Technique ◽  
Well Being ◽  
Descriptive Statistics ◽  
Strongly Correlated ◽  
School Teachers ◽  
Psychological Well Being ◽  
The Relationship

This study was designed to measure the relationship between emotional intelligence and the psychological well-being of secondary school teachers. This correlational study used a multistage random sampling technique to select 1200 teachers from 20 boys and 20 girls' high schools in district Lahore. The emotional Intelligence Questionnaire (?=.86) and Psychological Well-Being Scale (?=.89) were adapted as tools for data collection. The results showed that emotional intelligence and psychological well-being were strongly correlated with each other. Factor wise descriptive statistics of emotional intelligence showed that teachers were almost completely agreed with their students while teaching. Descriptive statistics of the psychological well-being of teachers showed that they were almost completely agreed while dealing with stakeholders. Female teachers demonstrated a higher score than male in emotional intelligence and psychological well-being. Married teachers demonstrated a higher score in emotional intelligence and psychological well-being. It was recommended that male and unmarried teachers be motivated to improve emotions and well-being.

Predictive Model of the Influence of Leadership Styles on Attitudes Towards Organizational Change Among Secondary School Teachers in Selangor

2019 ◽  
pp. 219-240
Author(s):  
Yuen Fook Chan ◽  
Nusrah Ahmad Mukhtar ◽  
Norsidah Mohammed Noordin
Keyword(s):  
Transformational Leadership ◽  
Organizational Change ◽  
Secondary School ◽  
Leadership Styles ◽  
Leadership Style ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Transformational Leadership Style ◽  
Teachers Attitudes ◽  
High Level

The chapter aimed to examine the relationship of leadership styles and attitude towards organizational change among 360 secondary school teachers in Selangor. Statistical analysis techniques, namely, mean and standard deviation, Pearson product moment correlation, and multiple regression analysis, were used. Findings indicated that although teachers perceived the leadership styles of their principals were only at the moderate level, teachers showed a high level of positive attitude towards organizational change. There were positive relationships between principals' leadership styles and teachers' attitudes towards organizational change. The results also revealed that 11.8% of the variance of attitude towards organizational change is explained by transformational leadership style. Hence, transformational leadership style has an influence on the teachers' attitudes towards organizational change. The practical implications of these findings were discussed to provide insights for the improvement on leadership practices towards organizational change in the secondary schools in Malaysia.

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